Preparing Future Teachers to Teach with ICT: An investigation of digital competence development in ESL student teachers in a Norwegian teacher education program

Abstract

Røkenes’ doctoral thesis examines secondary school English as a Second Language (ESL) student teachers’ digital competence development at a Norwegian teacher education program. Design-based research and mixed methods were used in the study. Four cohorts of ESL student teachers over four academic semesters participated in the study. Quantitative and qualitative data were collected through surveys, observations, interviews, and artifacts, and analyzed using sociocultural theory and a digital competence model as a research lens.

Article I reports on a review of the research literature focusing on how secondary student teachers develop digital competence in teacher education. Findings emphasize eight approaches used to develop student teachers’ digital competence: collaboration, metacognition, blending, modeling, authentic learning, student-active learning, assessment, and bridging the theory/practice gap. However, findings reveal a lack of underlying epistemological and theoretical frameworks in several studies, and a low number of studies from Scandinavian countries.

Article II is a case study examining secondary school ESL student teachers’ digital competence development in an ESL didactics course at a Norwegian teacher education program. Findings indicate that student teachers’ mastery and appropriation of digital competence varies throughout teacher education, and that their overall digital competence is inhibited and enabled through a number of approaches. Results underscore the importance of systematic and reflexive use of ICT in teacher education, and note the value/importance that teacher educators play as digital role models for integrating ICT.

Article III discusses a design-based research case study investigating how a digital storytelling (DST) workshop at a Norwegian teacher education program can promote secondary school ESL student teachers’ digital competence development and didactical ways of integrating ICT in ESL. Findings show how, through the workshop, the ESL student teachers gradually moved from mastering basic digital skills to appropriating the more complex dimensions of digital competence. Implications point to a need for setting aside time for student teachers to experience innovative ways of teaching ESL with ICT.

The main contribution of Røkenes’ thesis is increased knowledge about approaches and innovative ways of teaching ESL with ICT with the goal of developing secondary school ESL student teachers’ digital competence in Norwegian teacher education.